INTERNALISASI NILAI KARAKTER MELALUI PROGRAM “7 KEBIASAAN ANAK HEBAT” DI SD MUHAMMADIYAH 019 BANGKINANG

Nurul Fadila(1*)

(1) 
(*) Corresponding Author

Abstract


Penelitian ini bertujuan mengeksplorasi strategi internalisasi nilai karakter melalui program "7 Kebiasaan Anak Indonesia Hebat" di SD Muhammadiyah 019 Bangkinang yang berhasil mencapai konsistensi perilaku siswa 92% dalam waktu kurang dari tiga tahun, melampaui prediksi teoritis yang menyatakan internalisasi nilai memerlukan minimal tiga tahun dengan berbagai hambatan struktural. Penelitian juga mengidentifikasi faktor-faktor kontekstual yang memfasilitasi sinergi efektif antara sekolah dan keluarga dalam mendukung internalisasi nilai karakter. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus instrumental, melibatkan observasi partisipatif, wawancara mendalam dengan kepala sekolah, guru, siswa dan orang tua, serta analisis dokumen. Data dianalisis menggunakan model interaktif Miles & Huberman dengan triangulasi sumber dan metode untuk memastikan keabsahan. Hasil penelitian menunjukkan bahwa strategi internalisasi nilai diterapkan melalui pendekatan bertingkat yang mengintegrasikan pengenalan kognitif multi-sensory, pembiasaan terstruktur harian melalui morning reflection, integrasi nilai dalam pembelajaran akademik, monitoring berkelanjutan melalui jurnal kebiasaan, penguatan positif berjenjang, keteladanan konsisten, diferensiasi pendekatan, dan periodisasi strategi sesuai zona perkembangan proksimal. Sinergi sekolah-keluarga difasilitasi oleh sepuluh faktor kontekstual meliputi kesamaan visi berbasis nilai keagamaan, parenting class transformatif, peer support group, sistem komunikasi terintegrasi, aksesibilitas sekolah, keterlibatan orang tua, struktur komite, homogenitas komunitas, bahasa accessible, accountability supportive, dan kepemimpinan visioner. Penelitian ini berkontribusi pada pencapaian SDG 4 dan SDG 16 dengan menyediakan model konkret pembentukan karakter generasi muda sebagai fondasi pembangunan berkelanjutan dan masyarakat yang adil serta inklusif.


Keywords


Internalisasi Karakter; Sinergi Sekolah-Keluarga; Pembiasaan Terstruktur

Full Text:

PDF (Indonesian)

References


Agboola, A., & Tsai, K. C. (2012). Bring character education into classroom. European journal of educational research, 1(2), 163-170.

Berkowitz, M. W., & Bier, M. C. (2022). What works in character education: Effectiveness of programs and practices. Journal of Research in Character Education, 16(1), 1–18. https://doi.org/10.5840/jrce20221611

Cohen, J., & Morse, A. (2024). School climate and social emotional learning: Creating conditions for learning and development. Review of Educational Research, 94(2), 245–278. https://doi.org/10.3102/0034654323001245

Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.

Damon, W. (2022). The path to purpose: How young people find their calling in life (2nd ed.). Free Press.

Davidson, M. (2023). Moral development in the 21st century: A neo-Kohlbergian approach. Educational Psychology Review, 35(3), 891–915. https://doi.org/10.1007/s10648-023-09715-4

Elias, M. J. (2023). The connection between academic and social-emotional learning. The Educational Forum, 87(2), 156–171. https://doi.org/10.1080/00131725.2023.2156789

Firmansyah, E. (2023). Various Paradigms in Islamic Educational Thought: Fundamentalism, Modernism, and Liberalism. International Journal of Health, Economics, and Social Sciences (IJHESS), 5(2), 139-145.

Firmansyah, E., Khozin, K., & Masdul, M. R. (2022). Implementasi Piaud Terhadap Anak–Anak Suku Kaili Pedalaman Di Desa Kalora Kabupaten Sigi. Research and Development Journal of Education, 8(1), 386-390.

Firmansyah, E., Tobroni, T., & Romelah, R. (2023a). Anthropology of Islamic Education as A Socio-Cultural-Religious Modernization Strategy in Alam Al-Kudus Islamic Boarding School. Edukasi Islami: Jurnal Pendidikan Islam, 12(03).

Firmansyah, E., Anwar, S., & Khozin, K. (2023b). Anthropological Approach to Islamic Education: Establishing Noble Spirituality in Overcoming Social Conflict. Al-Hayat: Journal of Islamic Education, 7(1), 163-172.

Firmansyah, E., Tobroni, T., & Rusady, A. T. (2023c). Internalisasi Ajaran Islam Dalam Aktivitas Budaya Etnik Kaili Prespektif Antropologi Pendidikan Islam. Research and Development Journal of Education, 9(1), 285-299.

Howard, R. W., Berkowitz, M. W., & Schaeffer, E. F. (2023). Politics of character education. Educational Policy, 37(4), 789–812. https://doi.org/10.1177/08959048231789012

Jones, S. M., & Bouffard, S. M. (2022). Social and emotional learning in schools: From programs to strategies and commentaries. Social Policy Report, 26(4), 1–33. https://doi.org/10.1002/j.2379-3988.2022.tb00149.x

Kristjánsson, K. (2023). Aristotelian character education. Routledge.

Lapsley, D. K., & Carlo, G. (2024). Moral development at the crossroads: New trends and possible futures. Developmental Psychology, 60(1), 20–35. https://doi.org/10.1037/dev0001520

Lickona, T. (2023). Educating for character: How our schools can teach respect and responsibility (3rd ed.). Bantam Books.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.

Miles, M. B., & Huberman, A. M. (2014). Analisis data kualitatif. UI Press.

Narvaez, D. (2022). Integrative ethical education: Transformative justice and moral development. Journal of Moral Education, 51(3), 385–402. https://doi.org/10.1080/03057240.2022.2085402

Nucci, L. (2024). Education in the moral domain (2nd ed.). Cambridge University Press.

Park, N., & Peterson, C. (2022). Character strengths and virtues in education. Applied Research in Quality of Life, 17(2), 567–589. https://doi.org/10.1007/s11482-022-10045-8

Ryan, K., & Bohlin, K. E. (2023). Building character in schools: Practical ways to bring moral instruction to life. Jossey-Bass.

Sanderse, W. (2023). The meaning of role modelling in moral and character education. Journal of Moral Education, 52(1), 1–17. https://doi.org/10.1080/03057240.2023.2167891

Schuitema, J., Dam, G., & Veugelers, W. (2024). Teaching strategies for moral education: A review. Journal of Curriculum Studies, 56(1), 98–121. https://doi.org/10.1080/00220272.2024.2198765

Sokol, B. W., Hammond, S. I., & Berkowitz, M. W. (2022). The developmental contours of character. Child Development Perspectives, 16(4), 254–261. https://doi.org/10.1111/cdep.12467

Tobroni, T., & Firmansyah, E. (2022). Tipologi Manajemen Tradisional Dan Modern Dalam Perkembangan Pendidikan Pesantren. Research and Development Journal of Education, 8(1), 333-338.

Tobroni, T., Firmansyah, E., Rajindra, R., & Fadli, N. (2023). Spirituality as a paradigm of peace education. Multicultural Islamic Education Review, 1(1), 26-35.

Tobroni, T., Firmansyah, E., Masdul, M. R., & Anwar, S. (2024). Strengthening Islamic Education Values through Kaili Da'a Local Ethnic Cultural Symbol. Al-Hayat: Journal of Islamic Education, 8(1), 113-122.

Walker, D. I., & Roberts, M. P. (2022). Developing character through outdoor learning. Journal of Adventure Education and Outdoor Learning, 22(3), 267–283. https://doi.org/10.1080/14729679.2022.2067283

Watson, M. (2023). Learning to trust: Transforming difficult elementary classrooms through developmental discipline. Jossey-Bass.

Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.




DOI: http://dx.doi.org/10.30998/rdje.v11i2.23547

Refbacks

  • There are currently no refbacks.